Validating developmental sequences in the domain of astronomy using latent trait techniques

Persistent Link:
http://hdl.handle.net/10150/277220
Title:
Validating developmental sequences in the domain of astronomy using latent trait techniques
Author:
Schwarz, Richard, 1955-
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The present study was a systematic investigation of developmental skill sequences in the early science domain. Three developmental sequences in the area of astronomy were investigated; knowledge about earth, light and motion. Test items were developed reflecting developmental sequences based on the cognitive processes that are necessary for understanding each task. Data were collected from 1595 kindergarten children from six geographically diverse areas. Latent trait models were constructed to reflect the hypothesized developmental sequences by allowing discrimination and difficulty parameters to vary or by constraining them to equal. Preferred models were obtained by statistical comparison with other models. The knowledge about light and motion were in the hypothesized developmental sequence. Astronomical events that contradicted personal experience, required causal explanations and consisted of extended causal chains were the most difficult for kindergarten children to understand. Investigations concerning the mechanism for conceptual change are necessary.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Cognition in children.; Science -- Study and teaching (Elementary); Astronomy -- Study and teaching.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Foundations and Administration
Degree Grantor:
University of Arizona
Advisor:
Bergan, John R.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleValidating developmental sequences in the domain of astronomy using latent trait techniquesen_US
dc.creatorSchwarz, Richard, 1955-en_US
dc.contributor.authorSchwarz, Richard, 1955-en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe present study was a systematic investigation of developmental skill sequences in the early science domain. Three developmental sequences in the area of astronomy were investigated; knowledge about earth, light and motion. Test items were developed reflecting developmental sequences based on the cognitive processes that are necessary for understanding each task. Data were collected from 1595 kindergarten children from six geographically diverse areas. Latent trait models were constructed to reflect the hypothesized developmental sequences by allowing discrimination and difficulty parameters to vary or by constraining them to equal. Preferred models were obtained by statistical comparison with other models. The knowledge about light and motion were in the hypothesized developmental sequence. Astronomical events that contradicted personal experience, required causal explanations and consisted of extended causal chains were the most difficult for kindergarten children to understand. Investigations concerning the mechanism for conceptual change are necessary.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectCognition in children.en_US
dc.subjectScience -- Study and teaching (Elementary)en_US
dc.subjectAstronomy -- Study and teaching.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBergan, John R.en_US
dc.identifier.proquest1339229en_US
dc.identifier.oclc24487362en_US
dc.identifier.bibrecord.b17878378en_US
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